ICTs can be used for various basic education and skill training activities through both formal and non-formal education. The non-formal education system has come up as a very promising alternative to the formal education system in an effort to making educational opportunities available to a larger population. This paper aims to discuss the findings of a research among Roma women; an excluded and marginalized population in Greek Thrace, who participated in a “Computer’s use” and a “Setting up of small enterprises” training program. Digital literacy has proven an important competence able to act as a means for further education, empowering Roma women’s motivation to learn and acquire other basic skills such as reading and writing and communicating in different contexts. The literature review for similar cases in other countries, defined various actions for the socio-economically disadvantaged people living in rural, remote and isolated regions who managed to gain their community empowerment through non-formal education and ICTs use. Experiences from other countries let us form suggestions for more improved and better resulted computer training programs, prospectively provided to the excluded and marginalized populations in Greek Thrace.
|Keywords:||ICTs, Non-formal Education, Roma Women, Greek Thrace|
PhD Candidate, Primary Education, Democritus University of Thrace, Komotini, Greece, Greece
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